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This study examined the relationship between basic counselor skills training and cognitive complexity levels in counseling trainees. Data from graduate counseling trainees enrolled in basic skills training courses and a control group were collected (N = 72). Cognitive complexity levels were measured using the traditional 2‐person form of the Role Category Questionnaire (B. R. Burleson & M. S. Waltman) in a pre‐ and posttest design. Participants exposed to the basic skills training course showed a significantly higher cognitive complexity level than the control group when posttest means were compared.

The Adverse Childhood Experiences study (Felitti et al., 1998) showed that early adversity can have a profound lifelong effect on personal development, social relationships, coping methods, and career trajectories. The authors review critical findings related to trauma-informed counseling practices, discuss literature linking trauma and career theories, and consider how career counseling could address the effects of adverse childhood experiences using trauma-informed practices. An integration of trauma-informed practices with career counseling using narrative and other approaches is proposed. The proposed integration holds implications for incorporating trauma-informed practice in career counselor preparation programs and in career counseling practice.

This article features results of a participatory study focused on strategies used by 7 entry‐level assistant professors to negotiate the challenges of writing and submitting successful scholarly research during their 1st year as counselor education faculty members.

During the COVID‐19 pandemic, many women lost their jobs or chose to leave the workforce because of increased caregiving demands. Of women who remained employed, many faced increased complexity in negotiating their roles as employees and caregivers. On the basis of existing theory and research on the impact of women's caregiving responsibilities on their careers, we developed a model of the relationships among women's caregiving hours for children and adults, work‐family and family‐work conflict, perceived social support, and career satisfaction during the pandemic. We collected data from 475 university staff members and tested our model using a path analysis. Results suggested that caregiving hours for children directly influenced work‐family and family‐work conflict and that social support partially mediated the relationship between family‐work conflict and career satisfaction. We discuss how counselors might best work with women who are navigating multiple life roles during a period of family, community, and global challenges.